EdD Curriculum and Instruction (Ontario Institute for Studies in Education (OISE), University of Toronto)
MEd Curriculum (OISE), University of Toronto
BEd Biology and environmental science teacher (Ontario College of Teachers)
BSc (Hons) Biology and Chemistry (University of Toronto)
Dr. Xavier Fazio holds a EdD in Curriculum and Instruction (science education) from the University of Toronto. Currently, he’s an Associate professor in the Department of Teacher Education at Brock University. He has taught undergraduate courses in science teacher education and environmental education for secondary teacher candidates, and graduate courses in learning and cognition, along with science curriculum at Brock. Prior to this, he was a science consultant for a school district in Ontario and was a secondary school biology and environmental science teacher.
As it relates to environmental sustainability, his research program focuses on promoting scientific and environmental literacy with students and teachers in educational contexts. Using both qualitative and quantitative methodologies to address his research objectives has led to scholarly initiatives with practitioners (educators) and policy makers regarding environmental and sustainability education. He recently led a SSHRC project titled “Researching Environmental Literacy Practices in Schools: Implications for Educational Practice and Policy”. Findings have been disseminated in journals such as Environmental Educational Research and presentations at the North American Association for Environmental Education annual conference.
Another important area of research he’s pursuing is using complexity theory to describe and explain social phenomena found in teaching and learning contexts with practitioners and students, and how complex systems models and tools can be used to explain learning ecologies. This foundation has led Xavier to explore the role of schools in community contexts and how to promote socioscientific issues (e.g., water, biodiversity) engagement and understanding with school learners.